scholarly journals KENDALA PENGAJARAN BAHASA INGGRIS DI SEKOLAH DASAR (PROBLEMS OF ENGLISH TEACHING IN ELEMENTARY SCHOOL)

2018 ◽  
Vol 3 (2) ◽  
pp. 244
Author(s):  
Rina Listia Sirajuddin kamal
Keyword(s):  
Elementary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Modern World ◽  
English Teaching ◽  
Young Learners ◽  
The Government ◽  
Set Up

AbstractProblems of English Teaching in Elementary School. The Indonesian government hasacknowledged the importance of English by putting it into the education system for fivedecades. English has been integrated to secondary school for a long time. The Englishlanguage is exerting even stronger influence in the modern world and has become aninternational language. There are also advantages of introducing a foreign languagefor young learners. The government of Indonesia has therefore set up the policy tointroduce English language in primary schools. This policy is optional. It depends onschool and community demands. The government does not provide teachers andcurriculum. Schools and community are in charge to provide teachers, curriculum andfacilities. Teachers are one of the most important parts in the discourse of educationand the process of teaching and learning in schools. It was this that interested to researchtheir perceptions of English language teaching for primary students.Keywords: english for young learners, teachers’ perception, teaching constrainstAbstrakKendala Pengajaran Bahasa Inggris di Sekolah Dasar. Pemerintah Indonesia telahmengakui pentingnya bahasa Inggris dengan menempatkan ke dalam sistem pendidikanselama lima dekade. Bahasa Inggris telah diintegrasikan ke sekolah menengah untukwaktu yang lama . Bahasa Inggris yang mengerahkan pengaruh yang lebih kuat didunia modern dan telah menjadi bahasa internasional. Ada juga keuntunganmemperkenalkan bahasa asing untuk pelajar muda. Oleh karena itu, pemerintahIndonesia telah menyiapkan kebijakan untuk memperkenalkan bahasa Inggris disekolah dasar. Kebijakan ini bersifat opsional. Hal ini tergantung pada tuntutan sekolahdan masyarakat. Pemerintah tidak menyediakan guru dan kurikulum. Sekolah danmasyarakat bertanggung jawab untuk menyediakan guru, kurikulum, dan fasilitas.Guru adalah salah satu bagian yang paling penting dalam wacana pendidikan danproses belajar-mengajar di sekolah. Inilah yang menarik untuk meneliti persepsi merekatentang pengajaran bahasa Inggris untuk siswa SD.Kata-kata kunci: bahasa Inggris untuk pelajar muda, persepsi guru, mengajarconstrainst

scholarly journals Božić i Nova godina u podučavanju engleskog jezika u nižim razredima osnovne škole

2006 ◽  
Vol 1 (1.) ◽  
Author(s):  
Irene Peršić ◽  
Anica Perković ◽  
Nermina Gravkić
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
English Language ◽  
Fourth Grade ◽  
First Grade ◽  
English Language Teaching ◽  
English Teaching ◽  
Teaching Culture ◽  
Young Learners ◽  
Early English

The article deals with celebrating Christmas and New Year in English teaching in junior classes of elementary school. Celebrating holidays is a good way of introducing a foreign language to young learners. As teachers we must be interested in teaching culture as an indispensable part of early English language teaching. Christmas and New Year are the two most common holidays and they should be taught in all grades beginning with their introduction (in the first grade) and then repeating their elements learned the year before (second, third and fourth grade). By celebrating them the teacher stimulates learners to acquire and learn a foreign language with ease and great fun.

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals Developing a monograph book for teaching English skills to young learners in wetlands areas

2021 ◽  
Vol 2 (1) ◽  
pp. 18-26
Author(s):  
Dini Noor Arini ◽  
Raisa Fadilla
Keyword(s):  
Research And Development ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Asia Pacific ◽  
Teaching English ◽  
Young Learners ◽  
Academic Settings ◽  
The Government ◽  
Suitable Reference ◽  
English Instruction

To enable Universitas Lambung Mangkurat (ULM) to become the Asia-Pacific centre for wetlands development in 2027, one of the efforts ULM makes is to raise awareness about the importance of optimising human resources in wetlands through research and development in the educational and cultural fields. English is considered a foreign language in Indonesia, allowing students to use the language outside of academic settings. English becomes a required subject in junior and senior high school; however, the government requires that English be taught in primary schools as a local topic. English, on the other hand, remains a mandatory subject in a large number of Indonesian primary schools, particularly in Banjarmasin. The issue arises in primary school English instruction because there is no clear guidance for teachers on how to teach English in an appropriate and engaging manner for the students. Due to the absence of a monograph book on teaching methods, teachers in some primary schools in Banjarmasin, particularly those located in wetland areas, have limited access to teaching English to young learners (EYL). In light of the university's policy and the critical nature of achieving teaching and learning objectives, as well as the absence of a suitable reference book for teaching EYL, this study aims to develop an appropriate monograph book on teaching techniques for students of young ages. The research and development design is chosen because it aims to create a product and meets the needs of the reference book's development. The results are expected to improve students' academic performance and to assist EYL teachers in wetland areas in conducting effective and meaningful teaching.

scholarly journals Internet for English Teaching

2021 ◽  
Author(s):  
Mariami Gogilashvili
Keyword(s):  
Teaching And Learning ◽  
Internet Use ◽  
English Language ◽  
Reading Skills ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
The Internet ◽  
Motivation To Learn ◽  
English Teaching

The advance of technology has made the emergence of the Internet become more and more important in language teaching and learning. For this reason, this paper addresses its discussion on the importance of the Internet use in English language teaching. this current study aims at describing how Lessons in English online can solve a number of didactic tasks: develop reading skills and abilities, using global networking materials; Improve students’ writing skills; Complete students' vocabulary; Develop students' motivation to learn English.

scholarly journals THE STUDENTS' LEARNING ACHIEVEMENT AFTER AND WITHOUT STUDYING ENGLISH IN ELEMENTARY SCHOOL

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Gusri Emiyati Ali
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
Sampling Technique ◽  
English Learning ◽  
Learning Achievement ◽  
Indonesian Government

The Critical Period Hypothesis by Lenneberg (1976)  states that ages 2 to 12 are ideal ages for achieving foreign language skills such as a native speaker. Based on this hypothesis, the perfect time for children to learn English as a foreign language is in elementary school. Meanwhile, Indonesian government policy through the 2013 curriculum does not require children in primary schools to learn English. Therefore, this study aimed to compare the English learning achievement of students between those who studied and those who did not study English in elementary school. This research is important to be conducted since it can be a reference for the Indonesian government in developing English language teaching and learning policy in elementary schools.  The sample of this research consisted of two groups selected through a purposive sampling technique. They were the groupS of students who studied and who did not study English in elementary school. Data were grouped, presented, and then compared. The results showed that students who studied English in elementary school had better English learning achievement than students who did not study English in elementary school. It is recommended for further related researches to consider many factors those can be influencing the students' English learning achievements such as the English teaching and learning method used by the educators in high school and university, attitudinal factor, and the learning environment. 

scholarly journals Sosialisasi English for Young Learners (EYL) bagi Guru Sekolah Dasar di Gugus II Kecamatan Ciamis

2021 ◽  
Vol 5 (4) ◽  
pp. 450
Author(s):  
Lystiana Nurhayat Hakim ◽  
Tri Agustini Solihati
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Community Service ◽  
English Language ◽  
Group Discussion ◽  
English Language Teaching ◽  
Observation Data ◽  
Teaching English ◽  
Teaching Techniques ◽  
Young Learners

Perubahan Kurikulum membuat mata pelajaran Bahasa Inggris di Sekolah Dasar berubah dari muatan lokal menjadi program ektrakurikuler. Berdasarkan data pra-observasi, di Kecamatan Ciamis pengajaran Bahasa Inggris mengalami beberapa kendala seperti kualifikasi guru yang bukan Sarjana Pendidikan Bahasa Inggris, pengunaan teknik serta metode mengajar Bahasa Inggris yang monoton dan menjenuhkan, kurangnya sumber ajar, serta tidak adanya pelatihan dan pembinaan pengajaran Bahasa Inggris bagi pembelajar anak. Melihat berbagai permasalahan tersebut maka penulis melakukan pengabdian kepada masyarakat dengan memberikan pelatihan pengajaran Bahasa Inggris dan Forum Group Discussion (FGD) bagi guru-guru Sekolah Dasar di Kecamatan Ciamis. Hasil pengabdian ini menunjukan bahwa guru memiliki motivasi yang baik dalam meningkatkan kompetensi mereka dalam pengajaran Bahasa Inggris, pemahaman mereka terhadap karakteristik pembelajar anak juga meningkat, serta adanya peningkatan kemampuan guru untuk menciptakan pengajaran yang bermakna dan menyenangkan.Kata kunci: Pengajaran, Bahasa Inggris, Sekolah Dasar Socialization of English for Young Learners (EYL) for Elementary School Teachers in Cluster II Ciamis Kecamatan District ABSTRACTThe change of curriculum makes English subjects in Elementary School move from local content to the extracurricular program. Based on pre-observation data, there are some obstacles face by the teacher in teaching English to young learners in Ciamis. Those are the unqualified English teachers, the monotonous of teaching techniques and methods, the lack of using teaching sources, and the unavailable of EYL workshops. Therefore, to solve those problems the author conducted a community service in the form of the EYL workshop and FGD.  The community service makes the teachers' motivation to improve their competency in English language teaching increase. Besides, their understanding of the characteristics of children and their ability to create meaningful and interesting teaching also increase.Keywords: Teaching, English, Elemntary School

scholarly journals “I was refused an ELT job for being non-native”-- An Insight into the Native Speaker Ideology in ELT

2018 ◽  
Vol 10 (1) ◽  
pp. 940-945
Author(s):  
Ke Ren
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
English Teachers ◽  
English Language Teaching ◽  
English Speaker ◽  
General Picture ◽  
Native English Speaker ◽  
English Teaching ◽  
Insight Into

In English language teaching (ELT), compared with non-native English speaker English teachers (NNESTs), native English speaker teachers (NESTs) seemingly gain prominence and are often taken for granted as better English teachers for non-native speaker students, which is described as the native speaker ideology (NS ideology) in this area. In foregoing research of this issue, much attention has been paid to the comparison of NESTs and NNESTs, or students’ perceptions on NESTs and NNESTs, while studies having a general picture of the NS ideology are scant. On the basis of literature review, the paper is attempted to have an overall picture of the NS ideology in ELT, with a focus on its causes, its effects on English teaching and learning, and its irrational aspects. In the end, corresponding implications for English teaching and learning are proposed based on the foregoing discussions. 

scholarly journals Propostas de atividades para a oferta subsequente no ensino de Língua Inglesa na educação profissional

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Samuel De Carvalho Lima ◽  
Hemmyle Brito Azevedo
Keyword(s):  
Vocational Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
School Level ◽  
Pedagogical Practice ◽  
Technological Education ◽  
High School Level ◽  
English Teaching

Resumo: A oferta dos cursos técnicos subsequentes desempenha um papel relevante no âmbito da educação profissional e tecnológica. Neste trabalho, relatamos a experiência de ensino da disciplina Inglês (60h/a), ofertada no curso técnico de nível médio em Química na forma subsequente, do eixo tecnológico controle e processos industriais, no IFRN/MC, durante o segundo semestre letivo de 2011. Face à falta de adoção de um material didático que pudesse nortear o processo de ensino-aprendizagem, a prática pedagógica resultou na oferta de diferentes propostas de atividades, considerando os objetivos da disciplina descritos no projeto pedagógico do curso, a experiência prévia de ensino de inglês baseada em uma abordagem comunicativa e a apreciação dessa experiência à luz de documentos oficiais que orientam a docência. Sendo assim, as atividades propostas nesse contexto puderam ser categorizadas em 4 tipos: proposta de atividade para uso de inglês no cotidiano; proposta de atividade para construção de textos básicos; proposta de atividade para tradução; proposta de atividade para estabelecimento de ambiente harmônico. O desenvolvimento desse projeto pedagógico resultou no engajamento dos alunos no processo de ensino-aprendizagem de forma bastante participativa, o que nos permitiu concluir que os conteúdos trabalhados foram percebidos como significativos para sua (futura) prática profissional. Palavras-chave: Propostas de atividades. Língua Inglesa. Curso técnico subsequente. Educação profissional. ACTIVITIES FOR SUBSEQUENT OFFER IN ENGLISH LANGUAGE TEACHING  IN THE VOCATIONAL EDUCATION Abstract: Subsequent technical course offer plays an important role in vocational and technological education. In this paper, we report the English teaching course experience (60h/class), offered in the high school level technical course in Chemistry in the subsequent form, from industrial control and processes axis, at IFRN/MC, during the second semester of 2011. Given the lack of educational material adoption that could guide the teaching and learning process, pedagogical practice resulted in offering different activities, considering the course aims described in the course pedagogical project, English teaching previous experience based on a communicative approach and the appreciation of this practice in the light of official documents that guide teaching. Thus, the activities proposed in this context could be categorized into 4 types: activities proposed for everyday English use; activities proposed for writing basic texts; activities proposed for translation; activities proposed for harmonious ambience establishment. This pedagogical project development resulted in students engagement in the teaching and learning process in a very participatory way, allowing us to conclude that contents studied were perceived as meaningful to students (future) professional practice. Keywords: Activities. Subsequent offer. English language. Vocational education.

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